 a very good morning to all of you and I welcome you all once again and the topic of today's discussion is Binay Simon scale okay. We are dealing with the topic main topic intelligence in which we are in the last portion of that topic measurement of intelligence in which we have already covered a general introduction about intelligence testing and now today I am going to discuss the first the very first reliable intelligence scale which was discovered by which was created by Alfred Binay and Theodore Simon Binay Simon scale okay. So further update kindly join my telegram group explore education and I am Dr. Rashmi Singh. This video will be in bilingual mode subscribe my channel and this video will be useful for certain teaching examinations. So let's start first of all who was Alfred Binay. He was a French psychologist and when we were reading the history of intelligence I think then we read that Alfred Binay never had any education in psychology but he had so much contribution in the field of intelligence that he is known as a French psychologist who is credited with inventing the first reliable intelligence test. That is, whenever you read the intelligence, Alfred Binay's name will always come out because the first intelligence test was done by him. Binay's work on intelligence began in 1904. In 1904 he started working on intelligence. When the French government commissioned him to develop a test that would identify learning disabilities and other academic weaknesses in grade school students. That means that at that time the French government realized that the children of primary schooling are facing a lot of problems in the field of education and many questions are wrong and how to support them. That is why the French government gave them this task that you identify learning disability and tell us about academic weaknesses. There was no talk of intelligence here. So Binay with the help of a clean name Theodore Simon took up the daunting task of trying to measure up mental abilities of students. So Alfred Binay and Theodore Simon believed intelligence to be a learned entity. They believed that children had a different form of intelligence than adults. Therefore they needed to be measured in a different way. They believed that the way of their intelligence is different from the way of the virus. That is why they should not go in a different way. Look, Alfred Binay is giving you the direction which tells us about the theory of intellectual development. Then this scale was originally created with the intent of classifying children as a means for them to receive special education. However, over time developed into a measurement of intelligence for all children. Originally it was made in a normal way so that we could classify what kind of children we need to give special education to. But in the meantime it was developed into a measurement of all the children's intelligence. Then Binay on intelligence. Binay sir, what did he think about intelligence? What did he think about intelligence? In his mind, his conception of intelligence emphasizes three characteristics of the thought process. That is, according to him, what was the thought process? What were the three characteristics of the thought process? First, its tendency to take and maintain a definite direction. That is, the ability of the thought process should have the ability to think in a certain direction and maintain it. Then the capacity to make adaptations for the purpose of attaining a desired end. That is, that we are intelligent in accordance to Binay. And the power of autocriticism. That is a big thing, right? That we can make our own mistakes. If we have this ability, we can think about our mistakes, we can make our own decisions. So, intelligence was the idea of Binay. In the 19th century, the people of Binay, the people of Binay, the people of Binay were the agents of Binay. They were talking about all this in 1905. Then the scale. What is the scale? There are three versions of it. In 1905, first, then in 1908, then in 1911. If you have seen them in their lifetime, then in 1911, their untimely death, otherwise it would have been much better for us intelligence testing. One of us would have been given the scale. Well, by 1905, the first scale, the first version that came in 1905, what was it? Binay and Simon developed their first in a series of tests designed to measure intelligence. That is, to measure intelligence. What was it for then? To measure learning disability. They presented their first version in 1905, in which there were 30 tasks. This scale included 30 tasks that were roughly progressive in their difficulty level. It was roughly progressive. It was not exactly. So, in 1905, it was only this. But in 1905, when they did its analysis, then they found that according to age, whether the children are doing the right or wrong? Meaning, if the three-year-old child is doing the right question, then the four-year-old child is doing the right question, then the five-year-old child is doing the right question, then in 1908, in the analysis of their own tests, you can say that this age-graded level concept came in their minds. In 1908, Binay and Simon revised their intelligence scales so that it considered the age of the person being tested. So, when they were making this in 1908, then they came up with the idea that we have to see the age of the person. According to that, we will be able to see the age of the person being tested. This revision of the test was organized according to age levels ranging from 3 to 13. Meaning, for the three-year-old child, in 1908, they made it according to the age-progressive level of difficulty. And what was in this? It consists of a series of 56 tasks and questions adapted to the capabilities of normal children from 3 to 13 years of age and their purpose is to provide a measuring scale whereby the intellectual performance of the child may be compared with that of the average normal child of the same age. That is, they made it to the 36th task, from 3 to 13. And their goal was to see how much we can make a comparison with their normal child's performance. So, we also know that Alfred Bine's idea is a concept of mental age. We also know that the result of this scale was given by IQ. Then, the IQ was applied to all the results and scores of the tests. So, all this was going on at that time. Then, in 1911, what happened? Meaning, they continued to work. And then, they themselves felt that they could improve this less. So, when they came in 1911, shortly before his untimely death, he has expanded this age level to 3 to 15. Now, he has taken another age level of 15 from 3 to 13. In fact, he has joined another age level as an adult. Meaning, he covered the entire lifespan in one way. But after that, he couldn't do this work because he died. So, he couldn't do any more work on his intelligence. Okay, there are so many characteristic features. Why did Bine's first reliable intelligence test take place? Even before that, many people were working on intelligence testing. Why didn't he grow up? Did he succeed? Did he become popular? There are three main reasons behind that which are the characteristics of this test which were not focusing on his previous work. Firstly, the use of age standards. After age standards, after norm, for the first time, Alfred Bine was doing it. Bine was the first to utilize the idea of age standards or norms in the measurement of intelligence. Before that, in the name of intellect, it was not about age, it was not about any human being. Apparently, the idea of an age grade method, as this is called, did not come to the Bine himself. He himself didn't have this idea in his mind until he made the first 1905. Until he had experimented with intelligence tests for some 15 years. He kept working on it for 15 years. But when he made the first provisional scale in 1905, and his analysis of it, he understood the issue of age grade. That's why he didn't make the 1905 based on age grade. He made the 1908. Then, the kind of, look here, instead of age, F comes. It makes a mistake in this type. The kind of mental functions brought into play. They are talking about mental functions. Before this, the mental functions of this type of mental functions were not being talked about. Bine's tests differ from Bine's. Bine's tests differ from most of the earlier attempts. In that, they are designed to test the higher and more complex mental processes instead of the simpler and more elementary ones. That is, they are not talking about the simple and elementary ones. They are not talking about the processes. Instead, they are talking about the higher and more complex mental processes. This work was not done before. That's why it becomes difficult. And then, Bine would test general intelligence. They are talking about G. Before this, what people were talking about? Faculty psychology. The structure of mental faculties. It was talked about in this way. Bine's success was largely due to his abandonment of the older faculty psychology. He abandoned the faculty psychology. Others, other psychologists, were considering memory, attention, sensory discrimination as separate faculties, functions. But Bine did not say that Bine undertook to ascertain the general level of intelligence. But he tried to measure it according to G. After that, he started talking about Charles Spearman and G. After that, many people talk about G. So, these three specialties of Bine's Simon scale which are made special by other tests. That's why this first becomes our reliable intelligence testing. Then, there is a lot of criticism. There is no doubt about anything. What is doubt? What is he doing? He is predominantly reflecting the child's ability to use words fluently and only in small measure. His ability due to X. So, if you search, you will find out what kind of questions he has asked. What can a three-year-old child do? What can a four-year-old child do? What general tasks can a three-year-old child tell his sense organ? How many words can he repeat? Can six words repeat? Something like that. Then, can he repeat more than four years? Can he repeat more than five years? He has asked this kind of questions. He is saying that he has given a lot of emphasis on how fluently we can say words. He has given a lot of attention to this ability. Then, great weightage to give in to tests of ability to repeat words and numbers. We have given you so many words. You have given it so quickly, so smoothly, so in such a short time, we are repeating it again. So, the fluency of words. You can say that he has given a lot of strength to measure verbal intelligence. Then, more weightage to puzzle test. He has given a lot of strength to puzzle test. Then, unreasonable emphasis is given to define abstract terms. Abstract... Abstract terms definition has given a lot of undue emphasis. And mostly dependent on the child's recent environmental experience. And the child's up to date environmental experience has a lot of questions. So, this is a criticism because everything cannot be right in anything. So, there are more questions like this. You can say and other things have been covered. Then, Mr. Binay himself also reflected on his test. What did he do? Binay's reflection on his test. What did he think? Did you see the comparison of the test? That Alfred Binay, he is often cited as one of the most influential psychologists in history. His intelligence skills serve as the basis for modern intelligence tests. The intelligence tests that are made later are made on Mr. Binay's adaptation. But, he did not believe that he had to take his test. How does this ever happen? That his test measured a permanent or inborn degree of intelligence. But, he himself did not believe that his test was not an inborn degree of intelligence. Then, and whether he is able to reduce his test? He believed that the intelligence test he had designed had limitations. He himself believes that this test has many weaknesses. He believed that intelligence is just too complex to convert into a single quantitative measure. He believes that intelligence is not so easy that we take out your score on one test to tell you how intelligent you are. He also believed that intelligence is not fixed. He also believes that intelligence is not fixed because he started believing that intelligence has a learning identity. He believed that one could not make solid conclusions about intelligence by only looking at how children score on one test. He also believed that intelligence is not fixed. He also believed that God can make your score by looking at your child's score on one test. He believed that he had many weaknesses, and if he had lived a life more, of course it would have been a better, more mature and perfectionist test. Then, how can we conclude? We can conclude by saying that Bine Simon's scale is a test for determining the relative development of intelligence, consisting of a series of questions and tasks, grades with reference to the ability of the normal child to deal with them at successive age levels. The formula for IQ is mental age upon chronological age in 200. We have covered a very important basic intelligence testing that is Binet-Simon scale. Many questions are asked about how many versions are there? From 1908 to 1911, how many tasks were there in 1905, what was there in 1908, who are they, how many adaptations were made on Simon Rise, etc. We should also tell you that in intelligence we will do three more things, Stanford Binet, David Beshler and Bhatia Bhatia. Then we will finish a mammoth task of intelligence. There are so many dimensions. Thank you all and don't forget to like and subscribe my channel if you like it and join my telegram group too. Done from my side.